Asha

=**4. Indicate the educational standards US/RI and India**=

http://www.wacs2000.org/wacs2010/en/education_programs/WACSQCES.php?rqcelang=en
 * __World Association of chefs societies Culinary Education Standards__**

=Standards of Quality Culinary Education: school operating under= WACS Education Committee has determined that there are at least twelve "Standards of Quality Culinary Education" which must be evident in the mission, goals and objectives of the petitioning company, association or institution applying for WACS Recognition. Evidence must be submitted to the WACS Education Committee that these standards are being met or exceeded as a part of the review and award process. If any of the standards are not currently being met, or can not be adequately documented it is recommended that the interested party hold off submitting their application until full compliance can be demonstrated. No partial or tentative awards will be given.
 * 1) Qualified culinary director- At least one person must be assigned to be directly involved in the culinary program’s development and administration, and must be qualified to do so based on a professional background and educational experience. That person may also have teaching roles, operational and administrative responsibilities. The culinary director must be able to show evidence of culinary education, training and experience which may include a professional certification from a local chefs association or WACS. A formal Culinary Director Profile Sheet must be completed and sent in along with appropriate curriculum vitae and other evidence of professional accomplishments (E-1).
 * 2) Qualified faculty and instructors- All faculty, instructors and trainers must possess adequate skills, knowledge and background to allow them to adequately teach students, as determined by the country’s department of education, training institutes, chefs association or WACS standards. A combination of professional training, apprenticeship and scholastic learning (earned degrees and diplomas) is preferred. Evidence must be presented to showcase each teacher’s credentials as well as any plans for continuing education and professional development. Evidence may be presented in a single form by listing the names of each lead faculty member, their education and experience. (Form E-2)
 * 3) The applicant has a record of offering continuous classes or programs throughout its history and has an adequate student population to support continued growth. Evidence of this can come in the form of a chart or graph detailing the number of courses offered, the length of the courses and the enrollments for each. (Form E-3)
 * 4) Formal Lesson Delivery Models. The company, association or institution's learning styles and practices may vary from demonstrations and lectures to hands-on practice and live-work experiences (either simulated or in public restaurants), but all must have formal, organized plans of execution and follow-up. Evidence of lesson plans which include detailed and specific learning outcomes and assessments (where appropriate) must be submitted for review.
 * 5) Adequate facilities- Evidence must be presented that showcase the training and learning facilities and environment which should include practical training kitchens, lecture and demonstration classrooms where appropriate. All facilities must be adequately equipped and maintained for the administration of teaching and learning, and must be in proper proportion to the total number of students enrolled. A sample collection of digital photographs are sufficient to prove the adequacy of the facilities and equipment.
 * 6) Commitment and support- The parent company, association, school, college or institution that offers the culinary program must show evidence of their support for the continuous physical and financial support for the culinary program. Evidence may come in the form of printed documents where commitments are publicly marketed or in letters of endorsement from company officers or administrators.
 * 7) Mission statement: goals and objectives- A clear and well defined program mission statement must be publicly marketed to all potential students and sponsors. The mission statement must be supported by programmatic goals and objectives that are also well developed and available to all interested parties. Evidence must come in the form of printed brochures, catalogs or web pages which deliver promotional materials to the public and may be supplemented with other pieces of evidence.
 * 8) Sanitation, food safety and hygiene. There must be evidence to support the applicants overall commitment to healthy eating including sanitation, food safety, personal hygiene and nutrition (where appropriate). Evidence can come in the form of statements in catalogs, brochures or lessons that address the teaching of and compliance with sanitation guidelines.
 * 9) Learning centers, libraries or other education support centers: Learning centers, libraries and other educational support areas must adequately support learning and should include a variety of the following resources: published books, theses, pamphlets, booklets, manuals, internet websites, and other relevant academic research papers, magazines and or videos (DVDs).
 * 10) Industry support: Must meet or exceed local standards for quality food production and service and have support from the local professional community or governmental agency charged with granting educational license. Evidence may come in the form of letters of support from the local chefs association, other local professional chefs, recent attendees (graduates), or copies of current operating certificates (governmental).
 * 11) The institution must have a well defined and publicized set of policies and procedures in relation to complaints and grievances which may be raised by students or stakeholders. Evidence can come in the form of printed materials.
 * 12) The company, association or institution (the applicant) offering culinary and pastry art programs are legal operating businesses as defined by the laws of the state or country in which it operates. Evidence to support this claim can be in the form of a business license, certificate of operation or any official government notice.

= **ACF:** = ACF STANDARD 1: INTRODUCTION TO THE HOSPITALITY AND FOODSERVICE INDUSTRY

PURPOSE: To develop an understanding of the hospitality industry and career opportunities in the field. To investigate trade publications and professional organizations appropriate for continuing education. To become familiar with the organizational structure and basic functions of departments within hospitality and foodservice establishments.

Competencies ( 7)- Students will be able to:


 * 1) Define hospitality and the importance of quality customer service within the hospitality industry.
 * 2) Trace growth and development of the hospitality and tourism industry.
 * 3) Describe the various cuisine’s and their relationship to history and cultural development.
 * 4) Outline the organization, structure and functional areas in various organizations.
 * 5) Identify career opportunities and the personal traits for a variety of jobs in the industry.
 * 6) Identify professional organizations and explain their purposes and benefits to the industry.
 * 7) Compare and contrast industry trade periodicals and other industry resources.

ACF STANDARD 2: SANITATION AND SAFETY

PURPOSE: To develop an understanding of the basic principles of sanitation and safety and be able to apply them in the foodservice operations. To reinforce personal hygiene habits and food handling practices that protect the health of the consumer.

Competencies (18)- Students will be able to:

preparing and storing potentially hazardous foods. prepared foods. method for minimizing the risk of food borne illness(HACCP system). industry and outline a safety management program. foodservice area.
 * 1) Identify microorganisms which are related to food spoilage and food borne illnesses; describe their requirements and methods for growth.
 * 2) Describe symptoms common to food borne illnesses and how these illnesses can be prevented.
 * 3) Describe cross contamination and use of acceptable procedures when
 * 1) Demonstrate good hygiene and health habits.
 * 2) List the major reasons for and recognize signs of food spoilage and contamination.
 * 3) Outline the requirements for proper receiving and storage of both raw and
 * 1) Describe disposal and storage of types of cleaners and sanitizers and their proper use.
 * 2) Develop cleaning and sanitizing schedule and procedures for equipment and facilities.
 * 3) Identify proper methods of waste disposal and recycling.
 * 4) Describe appropriate measures for insects, rodents and pest control.
 * 5) Recognize sanitary and safety design and construction features of food
 * 6) production equipment and facilities (i.e. NSF, UL, OSHA, ADA, etc;).
 * 7) Review Material Safety Data Sheets (MSDS) and explain their requirements in handling hazardous materials.
 * 8) Conduct a sanitation self-inspection and identify modifications necessary for compliance with standards.
 * 9) Identify the critical control points during all food handling processes as a
 * 1) List common causes of typical accidents and injuries in the foodservice
 * 1) Discuss appropriate emergency policies for kitchen and dining room injuries.
 * 2) Describe appropriate types and use of fire extinguishers used in the
 * 1) Describe the role of the regulatory agencies governing sanitation and safety and protecting food safety.

ACF STANDARD 3: HUMAN RELATIONS SKILLS

PURPOSE: To develop skills in human relations.

Competencies (13)- Students will be able to:


 * 1) Demonstrate effective communication skills and interpersonal relationships.
 * 2) Work as a member of a diverse team.
 * 3) Read, Write and speak effectively.
 * 4) Demonstrate professionalism and a strong work ethic.
 * 5) Discuss employment applications.
 * 6) Demonstrate interviewing skills.
 * 7) Conduct self performance evaluation.
 * 8) Discuss methods of conflict resolution.
 * 9) Describe procedure to progressive discipline.
 * 10) Discuss techniques for motivating employees.
 * 11) Discuss methods of dealing with stress in the workplace.
 * 12) Demonstrate information technology communications (i.e. emails, internet searches, e- letters, etc;).
 * 13) Outline current federal and state employment laws (i.e. Equal Opportunity, Harassment, Affirmative Action, Wage an Hour, etc;).

ACF STANDARD 4: BUSINESS AND MATH SKILLS

PURPOSE: To perform mathematical functions related to foodservice operations.

Competencies (6)- Students will be able to:


 * 1) Perform basic math functions used in foodservice operations.
 * 2) Calculate food, beverage and labor costs and percentages.
 * 3) Demonstrate the process of costing for recipes.
 * 4) Demonstrate the process of costing for recipe yield adjustment.
 * 5) Determine selling price of menu items.
 * 6) Describe the preparation of a guest check using current technology (i.e. computers, calculators, POS, etc;)

ACF STANDARD 5: FOOD PREPARATION

PURPOSE: To develop skills in knife, tool and equipment handling and apply principles of food preparation to produce a variety of foods. To operate equipment safely and correctly.

Competencies (17)- Students will be able to:


 * 1) Demonstrate knife skills and proper cuts (i.e. Julienne, Batonette, Brunoise, Paysanne, Small Dice, Large Dice, etc;) emphasizing proper safety techniques.
 * 2) Identify and demonstrate proper and safe use of food processing and cooking equipment.
 * 3) Demonstrate how to read and follow a standard recipe.
 * 4) Utilize standard weights and measures to demonstrate proper scaling and measurement techniques.
 * 5) Demonstrate a variety of cooking methods including roasting, baking, broiling, grilling, griddling, sautéing, frying, deep frying, braising, stewing, boiling, blanching, poaching and steaming.
 * 6) Identify and use herbs, spices, oils and vinegar’s.
 * 7) Identify and prepare various meats, seafood, poultry.
 * 8) Identify and prepare various stocks, soups and sauces.
 * 9) Identify and prepare fruits, vegetables and starches.
 * 10) Identify and prepare salads, dressings and marinades.
 * 11) Identify and prepare a variety of sandwiches.
 * 12) Identify and prepare a variety of types of appetizers.
 * 13) Identify and prepare breakfast batters, meats, eggs, and cereals.
 * 14) Demonstrate food presentation techniques.
 * 15) Discuss the applicability of convenience, value added, further processed or par-cooked food items.
 * 16) Write written food requisitions for production requirements.
 * 17) Prepare standardized recipes for menu production.

ACF STANDARD 6: GARDE MANAGER

PURPOSE: To develop skills in producing a variety of cold food products. To prepare items appropriate for buffet presentation, including decorative pieces.

Competencies (6)- Students will be able to:


 * 1) Identify tools and equipment used in garde manager, emphasizing safety and sanitation procedures.
 * 2) Demonstrate basic garnishes.
 * 3) Preparation of cold items to include soups, salads, sauces, dressings, marinades, relishes, sandwiches, canapés and hors d’oeuvres.
 * 4) Prepare mousses and gelatins.
 * 5) Demonstrate food presentation techniques (i.e. platters, bowls and plates, etc;).
 * 6) Produce decorative pieces to include fruit, vegetable carvings and accompaniments.

ACF STANDARD 7: BASIC BAKING

PURPOSE: To apply the fundamentals of baking science to the preparation of a variety of products. To use and care for equipment normally found in the bakeshop or baking area.

Competencies (12)- Students will be able to:


 * 1) Define baking terms.
 * 2) Identify equipment and utensils unique to baking and discuss proper use and care.
 * 3) Identify ingredients used in baking, describe their properties and list the functions of various ingredients.
 * 4) Demonstrate proper scaling and measurement techniques unique to baking.
 * 5) Participate in the production of crusty, soft and specialty yeast products.
 * 6) Participate in the production of quick-breads.
 * 7) Participate in the production of a variety of pies and tarts.
 * 8) Participate in the production of a variety of types of cookies.
 * 9) Participate in the production of creams, custards, puddings and related sauces.
 * 10) Participate in the production of cakes and icings.
 * 11) Discuss the application of commercial mixes and other labor saving products.
 * 12) Prepare a variety of fillings and toppings for pastries and baked goods.

ACF STANDARD 8: PURCHASING, RECEIVING, INVENTORY AND STORAGE PURPOSE: To understand purchasing and receiving practices in quality foodservice operations. To receive, inventory and store food and non-food items properly.

Competencies (10)- Students will be able to:


 * 1) Describe HAACP critical control points managed by the purchasing and receiving functions.
 * 2) List factors that effect food prices and quality, which may include market fluctuation and product cost.
 * 3) Describe purchasing methods (i.e. bids, purchase orders, phone, sales quotes, etc;).
 * 4) Explain regulations for inspecting and grading of meats, poultry, seafood, eggs, dairy products, fruits and vegetables.
 * 5) Examine written specifications for a variety of food products and describe their importance on food and labor controls.
 * 6) Describe proper techniques of receiving and storing fresh, frozen, refrigerated and staple goods.
 * 7) Examine various inventory systems including perpetual and physical inventories and requisition systems for controlling costs.
 * 8) Describe current computerized systems for purchasing and inventory control.
 * 9) Explain proper receiving and storing of cleaning supplies, chemicals and non-food products.
 * 10) Discuss ethical issues as they relate to purchasing.

ACF STANDARD 9: NUTRITION

PURPOSE: To describe the characteristics, functions and food sources of major nutrients and how to maximize nutrient retention in food preparation and storage.

Competencies (5) - Students will be able to:


 * 1) List food groups and recommended servings in USDA Food Guide Pyramid.
 * 2) Discuss dietary guidelines and recommended dietary allowances.
 * 3) Interpret food labels in terms of the portion size, ingredients and nutritional value.
 * 4) Describe primary functions and major food sources of major nutrients.
 * 5) Discuss various diets (i.e. food allergies, alternative dieting, vegetarian, etc;).

ACF STANDARD 10: DINING ROOM SERVICE

PURPOSE: To perform dining room service functions using a variety of types of service. To demonstrate an understanding of quality customer service.

Competencies (8)- Students will be able to:


 * 1) Demonstrate the general rules of table settings and service.
 * 2) Describe the rules and responsibilities of personnel al dining service.
 * 3) Describe the various types of service delivery, such as quick service, cafeteria, buffet and table service.
 * 4) Discuss various procedures for processing guest checks.
 * 5) Discuss sales techniques for service personnel including menu knowledge and suggestive selling.
 * 6) Explain inter-relationships and work flow between dining room and kitchen operations.
 * 7) Develop an awareness of special customer needs including dietary needs and food allergies.
 * 8) Demonstrate an understanding of guest service and customer relations, including handling of difficult situations and accommodations for the disabled.

ACF STANDARD 11: MENU PLANNING

PURPOSE: To develop an understanding of the basic principles of menu planing and layout.

Competencies (5)- Students will be able to:


 * 1) List basic menu planning principles.
 * 2) Create menu item descriptions following established truth-in-menu guidelines.
 * 3) Develop an understanding of basic menu planning and layout principles.
 * 4) Apply principles of nutrition to menu development.
 * 5) Describe the importance of proper menu planning to the overall operation of the foodservice facility.